Ecological Identity Work in Higher Education: Theoretical Perspectives and a Case Study

Abstract

This paper develops and extends the concept of ecological identity work through an investigation of issues of identity among students studying the environment at one US university. We conceptualize identity work as both an individual and group process through which students locate themselves in relation to particular, relatively preformed ecological identities, while also attempting to redefine the boundaries of ecological identity itself. Using interview and participant observation data we ask what kinds of ecological identity work takes place among students and who is involved in defining and policing ecological identities. We argue that this approach can contribute to our understanding of the relationship between environmental education, philosophy and action.

Acknowledgements

We would like to thank the students who participated in interviews and the instructors who opened their classrooms to the research. We also thank Allison Hayes-Conroy, Cheryl Morse Dunkley, and Max Andrucki for commenting on earlier drafts of this manuscript, as well as the editors and anonymous reviewers for their constructive feedback. All errors are our own.

Notes

¹ Bogner et al. (2000, p. 49) acknowledge the complexity using such scales, noting that ‘it is possible for people to ascribe in varying degrees to elements of both [ecocentric and anthropocentric worldviews]’.

² We use the term ‘social constructionist’ in a rather broad way here to label these more dynamic, fluid conceptualizations of identity. We realize that there are a number of debates in the identity literature regarding, for example, whether the subject actually has a ‘true’ inner core (as in some sociological formulations) or is completely decentered (as in some postmodern conceptualizations) (see Van T’Klooster et al., 2002). The crucial point for our analysis is that identity is (re)constructed through interaction and in relation to socio-cultural context, a view that these sometimes differing conceptualizations share.

³ The eco-confessional is a technique whereby a student ‘tells a story of ecological irresponsibility’ (Bowerbank, 1999, p. 168).

⁴ A number of studies have looked for links between gender and environmental values and/or environmental identity. The results of these studies are mixed (for a discussion see Stets & Biga, 2003). We do not attempt to look for systematic gender differences in this study, although that is one potential avenue for further research on ecological identity work. There is also scope for work that examines the intersection of other axes of identity (e.g. race, ethnicity, age, sexuality and disability) with ecological identity work.

⁵ However, the group interviews that we conducted were stylistically much less formal and allowed for a much more open and candid discussion. Our findings in this regard are similar to what Burgess et al. (1988) found in their research of environmental attitudes during group interview sessions, which showed that the dynamics of a group interview allow for more openness in discussion, encourage free association and bolster thoughtful expression of personal opinions. Burgess et al. (1988) experienced difficulties similar to the ones we encountered scheduling group interviews with students.